文章の構造と文章の選択的再生と再認の関係
スポンサーリンク
概要
- 論文の詳細を見る
The purpose of this experiment is to examine the relationship between structure of texts and selective recall and recognition. Subjects (90 female undergraduates) read texts of three different types: narratives, expository-descriptive texts, and expository-interference texts. After reading, subjects received recall test and recognition test one hour or one week after. Same three target statements were embedded in these texts. In the narrative condition, rate of correctly recalled propositions were higher than in the interference condition, and rate of recall for macro-propositions were higher than for micro-propositions, but recall and recognition of target statements were relatively poor in this condition, probably because narrative sentences were organized according to the macro-structure by story schema, but target statements were perceived as being irrelevant to the macro-structure of the narratives. In the expository-descriptive condition, rate of correctly recalled propositions were as high as narrative condition, and recall and recognition of target statements were significantly higher. It is interpreted that expository texts were well organized according to the macro-structure, and target statements were perceived as being relevant to the macro-structure.
- 公益社団法人 日本心理学会の論文
著者
関連論文
- 生涯学習と情報教育 III
- 生涯学習と情報教育 II
- 生涯学習と情報教育 I
- 教授・学習1(601〜608)(部門別研究発表題目・質疑応答・討論の概要)
- 学習 7-PF8 具体化文の構造と文章の記憶
- L6003 文章の認知と再生の関係 (5)
- L6002 文章の認知と再生の関係 (4)
- 289 子どもにおける「見ること」と「記憶すること」の差異 : メタ記憶からの分析(発達10,発達)
- 679 子供の知識獲得における先行情報の影響I(教授・学習9 言語と思考・文情報処理,研究発表)
- 713 意味記憶からの情報検索における個人差(1)(記憶・連想,学習2,口頭発表)
- PD301 文章の認知と再生の関係
- 620 文章に挿入された具体的事例の再生手掛りとしての効果(教授過程(4),口頭発表)
- 教授過程 751 具体的事例の挿入が文章の記憶に及ぼす影響
- 754 要約が説明的文章の体制化に及ぼす影響(学習指導法・言語教育,教授過程6,教授過程)
- 文章の保持における具体的アナロジ挿入の効果
- 722 アナロジの挿入が文章の保持に及ぼす影響(文章理解・産出,学習3,口頭発表)
- 647 オーガナイザの提示が文章の読みの過程に及ぼす影響(推論と理解,学習7)
- 文章の保持におけるオーガナイザの役割
- 603 文章の保持におけるオーガナイザの役割II(教授・学習1,研究発表)
- 文章の構造と文章の選択的再生と再認の関係